11. One-off studies are common while longitudinal studies are rare One-off studies arecommon
12. “More than 1,200 research studies have been conducted in the past two decades on cooperative, competitive, and individualistic efforts. - Johnston and Johnston, 2009 ” Mr. Greenjean’s Flickr photostream
21. What found? There is a beginning literature on CL in physical education that has shown that CL strategies can increase motor skills, improve social skills and influence teacher’s and students’ beliefs about psychomotor and social skill development. - Barrett (2005)
26. Focused on pupil understanding of athletics, not simply their levels of performance.
27. dgray_xplane’sFlickr photostream How did I teach differently? Lots of work before and after lessons Enduring teams Sought answers rather than giving them Student-Learning Teams Mediated Responded to student needs Increased teacher movement Inclusive, selective and targeted use of voice Facilitated not directed learning
33. Participant Learning Kevin said: Because I go to a different athletics club I use what we’ve learned in lessons in training so that I can build on what we did in school and put it into practice.
34. Participant Learning Remi believed that: We’ve been pushing each other to do better… we played an important part in each other’s learning.
35. Participant Learning I felt that: Students learnt how to get the most out of a cooperative learning pedagogy
37. Progression & Motivation Alan Said I was pretty surprised that we hadn’t done the same things again, normally it happens all the time but we didn’t do it, which kinda helped a bit because it feels like you’re being treated like a baby when you go over the same thing about 50 times.
39. Progression & Motivation Gary believed that: Instead of just thinking “oh I can’t be very good at that”, I don’t want to do that, I actually tried a bit and found I was good at certain things like distance.
40. Progression & Motivation I said Students felt better about themselves which had a positive effect on their involvement in the lessons.
42. STUDENT-CENTRED ‘Carlos’ wrote With this way of teaching, I think Ashley had built an appropriate learning environment and a positive climate for all kinds of students from low to higher abilities to explore.
43. STUDENT-CENTRED Chris said We worked in our own groups when there wasn’t a teacher there at some times, and that we sort of taught ourselves instead of them teaching us directly.
44. STUDENT-CENTRED I belived that the students had Transferred their learning skills, in terms of vocabulary and understanding of how to act and react in a student-centredpedagogy
46. UNFAMILIAR OBSTACLES My familiarity with CL Helped me to overcome my unfamiliarity with my changing role and become a positive, interdependent and social learner
47. UNFAMILIAR OBSTACLES I believed thatI put myself, and my pedagogy, in serious risk of failure.
51. CHANGING ROLES Stuart feltMr Casey just keeps a general eye on everything to make sure nobody’s messing about, or help everyone if they don’t know what they’re doing.
52. CHANGING ROLES David said (about me) He acted like a supervisor, like he went round all the groups if we were struggling, but he left us to do it on our own so if we got stuck we could ask for help.
53. CHANGING ROLES I firmly believed:The use of both action research and cooperative learning allowed me to mature beyond the basic process of ‘use’ and begin to establish my pedagogy as being motivational, progressional and student-centred.
58. CONCLUSIONS Engaged in face-to-face interaction, group processing, individual accountability and shared a group goal in our twin roles student/teacher and practitioner/researcher.
